Grade 4: Core Content Committee (CCC) Representative: Karen Robertskroberts@pccsd.net Contributors: Contents: Fourth Grade Units Instructional Resources Formative Assessment http://www.fossweb.com/modules3-6/index.html Standards & Model Curriculum ODE Revised Science Standards Inquiry Focus:
Science Inquiry and Application During the years of PreK-4, all students must become proficient in the use of the following scientific processes, with appropriate laboratory safety techniques, to construct their knowledge and understanding in all science content areas:
• Observe and ask questions about the natural environment;
• Plan and conduct simple investigations;
• Employ simple equipment and tools to gather data and extend the senses;
• Use appropriate mathematics with data to construct reasonable explanations;
• Communicate about observations, investigations and explanations; and
• Review and ask questions about the observations and explanations of others.
Sample Student Inquiry Investigation: (Describe your sample inquiry here)
1.Topic
Electricity, Heat and Matter
2. Student Research Investigation Question
How does mass change during a physical and chemical change (ice melting, Alka-Seltzer in water)?
3. Variables (dependent and independent)
dependent: mass of water, tablet, ice independent: heat, location
4. Hypothesis
They will weigh more, less, or the same.
5. Procedure
Students will weigh water and Alka-Seltzer separately, then dissolve the tablet in the water and weigh it again. Alternate: students will weigh an ice cube frozen, then melt it and weigh it again. Alternate: students will weigh a cookie, then break it apart to crumbs and weigh it again. Students should come to the conclusion that the mass remains the same no matter how the item changes.
Units: Content and I Can Statements
Teaching Sequence:
Fall Kit: Water
Winter Kit: Magnetism and Electricity
Spring Kit: Landforms
Fall Kit:
Life Science: Earth's Living History
This topic focuses on using fossil evidence and living organisms to observe that suitable habitats depend upon a combination of biotic and abiotic factors.
Changes in an organism's environment are sometimes beneficial to its survival and sometimes harmful.
I can determine if removing or adding plants to an area increases or decreases erosion.
I can describe major changes in Ohio’s environments over time and the organisms supported in each (e.g., oceanic, glacial, wetlands, forests).
I can explain the changes that occurred in the biotic and abiotic components of the ecosystem.
I can answer How does this impact other organisms in that environment?
Fossils can be compared to one another and to present day organisms according to their similarities and differences.
I can observe fossils and compare them to similar plants and animals that live today, using simple classification schemes.
I can observe of fossils and infer the environmental conditions that existed when the fossils were formed (e.g., fish fossils would indicate a body of water existed at the time the fossils formed).
I can experiment with making fossils to determine some of the necessary (living and nonliving) conditions for making fossils and to determine if similar conditions exist today.
I can propose and test multiple ways that living things with soft body parts can leave fossil evidence.
Winter Kit:
Physical Science: Electricity, Heat, and Matter
This topic focuses on the conservation of matter and the processes of energy transfer and transformation, especially as they apply to heat and electrical energy.
The total amount of matter is conserved when it undergoes a change.
I can recognize that the amount of matter stays constant during any change.
I can explain why the volume of water decreases when placed in an open container and left to sit for an extended period of time.
I can investigate what happens to the total amount of mass* during many types of changes (e.g., ice melting, salt dissolving, paper tearing, candle burning, Alka-Seltzer® in water).
Energy can be transformed from one form to another or can be transferred from one location to another.
I can recognize that energy can cause motion or create change.
I can design and construct a device that causes a small cart to roll and involves energy transfers between four objects (e.g., push a ball off a table so it falls on an object that releases a rubber-band cart).
I can recognize that a working circuit requires a continuous loop of electrical conductors.
I can compare and contrast circuits that light the bulbs with circuits that do not light the bulbs.
I can build a circuit that contains two light bulbs.
I can analyze the differences between working and nonworking circuits and determine patterns and trends in the experimental evidence.
I can design and construct a switch that can turn a light on and off in a circuit.
Spring Kit:
Earth and Space Science: Earth’s Surface
This topic focuses on the variety of processes that shape and reshape Earth’s surface. Foss Kit: Landforms http://www.fossweb.com/modules3-6/Landforms/index.html Earth’s surface has specific characteristics and landforms that can be identified.
I can recognize that 70 percent of Earth’s surface is water.
I can identify common landforms from maps or graphics.
I can identify the processes that can change the surface of Earth.
I can locate areas that have been formed through deposition and erosion using topographic or aerial maps.
I can plan, build and use a model (such as a small-scale stream table) that can demonstrate the formation of a landform or feature that formed through contact with water.
The surface of Earth changes due to weathering.
I can identify weathering as processes that change rock at or near Earth’s surface.
I can recognize that weathering can occur at different rates.
I can recognize that water, wind, pollution/gases in the air, ice movement, earthquakes, volcanoes, freezing/thawing and plant action can all weather rock and soil.
I can differentiate between weathering and erosion.
I can plan and implement an experiment to model and compare different types of weathering and/or rates of weathering that can occur.
The surface of Earth changes due to erosion and deposition.
I can identify erosion as a process that transports rock, soil or sediment to a new location.
I can identify deposition as the settling or coming to rest of transported rock, soil or sediment.
I can differentiate between weathering and erosion.
I can compare and contrast erosion and deposition.
I can build a model to investigate the movement of glacial ice that creates a pattern of glacial movement that can be recognized by a variety of glacial deposits or erosion.
Core Content Committee (CCC) Representative: Karen Roberts kroberts@pccsd.net
Contributors:
Contents:
Fourth Grade Units
Instructional Resources
Formative Assessment
http://www.fossweb.com/modules3-6/index.html
Standards & Model Curriculum
ODE Revised Science Standards
Inquiry Focus:
Science Inquiry and Application During the years of PreK-4, all students must become proficient in the use of the following scientific processes, with appropriate laboratory safety techniques, to construct their knowledge and understanding in all science content areas:
• Observe and ask questions about the natural environment;
• Plan and conduct simple investigations;
• Employ simple equipment and tools to gather data and extend the senses;
• Use appropriate mathematics with data to construct reasonable explanations;
• Communicate about observations, investigations and explanations; and
• Review and ask questions about the observations and explanations of others.
Sample Student Inquiry Investigation: (Describe your sample inquiry here)
1.Topic
Electricity, Heat and Matter2. Student Research Investigation Question
How does mass change during a physical and chemical change (ice melting, Alka-Seltzer in water)?3. Variables (dependent and independent)
dependent: mass of water, tablet, iceindependent: heat, location
4. Hypothesis
They will weigh more, less, or the same.5. Procedure
Students will weigh water and Alka-Seltzer separately, then dissolve the tablet in the water and weigh it again.Alternate: students will weigh an ice cube frozen, then melt it and weigh it again.
Alternate: students will weigh a cookie, then break it apart to crumbs and weigh it again.
Students should come to the conclusion that the mass remains the same no matter how the item changes.
Units: Content and I Can Statements
Teaching Sequence:
Fall Kit:
Life Science: Earth's Living History
This topic focuses on using fossil evidence and living organisms to observe that suitable habitats depend upon a combination of biotic and abiotic factors.Foss Kit: Water http://www.fossweb.com/modules3-6/Water/index.html
Changes in an organism's environment are sometimes beneficial to its survival and sometimes harmful.
Fossils can be compared to one another and to present day organisms according to their similarities and differences.
Winter Kit:
Physical Science: Electricity, Heat, and Matter
This topic focuses on the conservation of matter and the processes of energy transfer and transformation, especially as they apply to heat and electrical energy.
Foss Kit: Magnetism and Electricity http://www.fossweb.com/modules3-6/MagnetismandElectricity/index.html
The total amount of matter is conserved when it undergoes a change.
Energy can be transformed from one form to another or can be transferred from one location to another.
Spring Kit:
Earth and Space Science: Earth’s Surface
This topic focuses on the variety of processes that shape and reshape Earth’s surface.Foss Kit: Landforms http://www.fossweb.com/modules3-6/Landforms/index.html
Earth’s surface has specific characteristics and landforms that can be identified.
The surface of Earth changes due to weathering.
The surface of Earth changes due to erosion and deposition.
Additional INQUIRY Instructional Resources (Lessons, Assessments, Video, Content Information, etc.):
This document has the correlations between the Foss kits and the content standards.
http://www.delta-education.com/science/foss/correlations/Ohio.pdf
Earth and Space Science: Earth's Surface
- The surface of Earth changes due to weathering.
- The surface of Earth changes due to erosion and deposition.
a lesson plan about weathering: Smoothing out the Rough Spotshttp://www.uen.org/Lessonplan/preview?LPid=2188
Science Formative Assessment Strategies & Probes by Unit (Page Keeley)
Life:
Earth:
Physical:
Literature Integration (Reading Streets, etc.):